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GLOSSARY
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How to use this guide.
You can read this Course Guide page by page by clicking on the navigation bar arrows along the bottom of the screen to advance forward or backward or jump ahead to different sections using the side menu, section menus and hyperlink icons.
The Home page allows you to see an overview of the whole guide at once and by clicking items in this interactive menu you can skip ahead to any section.
The Summary of VCE Units overview page features a linked menu which allows you to click on the subject name and jump to its full description.
On each of the subject descriptor pages you can click on the Job Cluster headings which will take you back to the Job Cluster definition page.
KEY
A link to an external document or website
A link to the VCAA study design for that subject This Handbook has been compiled from the VCAA Study Designs. Students can access the full VCAA Study Designs for all VCE units via www.vcaa.vic.edu.au or can find hard copies in the Resource Centre.
SUBJECT
SUBJECTS
The CLC Education Charter is a powerful document underpinned by the College Vision, Misson and values of Justice, Love, Compassion and Hope.
The Education Charter at Catholic Ladies’ College emphasises high expectations, personal growth, and community engagement. Students are encouraged to set challenging goals, take risks in their learning, and celebrate various forms of excellence, including academic achievements and personal development.
The Education Charter highlights for students, the importance of understanding one’s role in creating a better world, building positive relationships, and being responsible digital citizens. It fosters a supportive environment where students can explore, make mistakes, and persevere, preparing them to be adaptable and globally minded individuals.
The final years of secondary school offer exciting opportunities for students to explore subjects and pathways that reflect their interests, strengths, and future goals. This stage of learning also supports the values outlined in the CLC Education Charter, encouraging students to develop the skills, confidence, and purpose needed to shape their futures and contribute meaningfully to their communities.
Choosing subjects for Year 11 and 12 is a significant step. With so many possible combinations and career directions, it can feel both exciting and a little overwhelming. We encourage students to begin thinking seriously about the pathways they want to pursue over the next two years and to seek guidance from subject teachers, the Career Pathways Leader, and their families when making decisions.
This Senior Course Guide is an essential resource for planning your study program, but it should be used alongside other supports, such as course counselling conversations and the CLC Careers Pathway pages on CLC Connect
At CLC, we are proud to offer a broad range of subjects and programs in the senior years, including the VCE, the VCE Vocational Major, and VET studies. These pathways ensure students are both challenged and engaged, while also being supported to pursue their unique talents and aspirations.
Catherine Jackson Assistant Principal Learning
and
Teaching
OUR ATTRIBUTES
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Our Vision To inspire young women to realise their personal excellence and confidently shape their future. We create opportunities for young women to achieve and champion justice in the global community.
Our Mission To educate, in partnership with parents, women of faith, integrity, individuality and compassion.
Our Values We are proud to represent the Mary Aikenhead Ministries values of justice, love, compassion and hope everyday.
HOME
SENIOR PATHWAYS
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VCE STUDIES
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GLOSSARY
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> INTRODUCTION
Mission, vision and purpose
How to use this guide
> SENIOR PATHWAYS
VCE: Victorian Certificate of Education
Planning a VCE Program
Year 11
Year 12
Assessment
External VCE Studies
Careers and tertiary courses
Open days
> VCE SUBJECT SELECTION PROCESS
Subject selection timeline
Subjects offered at CLC in 2026
FYA Job clusters
> GLOSSARY
> CLC CONTACTS
> VCE STUDIES
English
Health and Physical Education
Humanities
Languages
Mathematics
Performing Arts
Religious Education
Science
Visual Arts and Technology
> VCE VM STUDIES
VCE VM: Victorian Certificate of Education Vocational Major
VCE VM: Personal Development Skills Strand
VCE VM: Work Related Skills Strand
VCE VM: Literacy Strand
VCE VM: Numeracy Strand
> VCE VET STUDIES
Apparel, Fashion and Textiles Certificate II
Music Industry Certificate III
Sports, Aquatics and Recreation Certificate III
VTAC PREREQUISITE EXPLORER VTAC GUIDE
Senior pathways.
VCE: VICTORIAN CERTIFICATE OF EDUCATION
The Victorian Certificate of Education (VCE) is a state-wide certificate that students in Victoria receive on satisfactory completion of their secondary education. The VCE provides diverse pathways to further study or training at University or TAFE and to employment.
The VCE is made up of a number of studies, each of which is broken up into four units. Each VCE study unit is numbered 1, 2, 3 or 4 and is of semester length.
For most students, the VCE is completed over two years. Students will complete Units 1 and/or 2 of a VCE study in Year 11. Units 3 and 4 of a VCE study are undertaken in Year 12. Students must complete both Units 3 & 4 of a study.
To satisfactorily complete the VCE a student must have a satisfactory result (S) for a minimum of 16 units. This must include:
1. At least three units from the English group, two of which must be a Unit 3 & 4 sequence;
2. At least three additional Unit 3 & 4 sequences, which may include any number of English sequences once the English requirement has been met. This may also include VCE VET 3 & 4 sequences.
PLANNING A VCE PROGRAM
When selecting a VCE course, particularly Units 1 & 2, students may experiment a little and try different subjects. However, students need to be aware that certain Unit 3 & 4 subjects cannot be selected in the following year without the completion of Units 1 & 2.
In addition, students must be aware that choosing too wide a range of subjects increases the likelihood of timetable clashes.
When making their subject selections, it is important for students to look at the detail of individual University and TAFE courses. Students must consult the VTAC Guide (www.vtac.edu.au) and the VICTER 2026 which lists Tertiary prerequisites for the year in which students will enter University or TAFE.
For further information please make an appointment with Ms Elly Keating, Career Pathways Leader.
Senior Pathways
YEAR 11
It is a College requirement that all Year 11 students undertake:
• English, English Language or Literature Units 1 & 2;
• Five other Unit 1 & 2 studies;
• Year 11 Religious Education
Students who satisfy the set criteria can apply to take one Unit 3 & 4 sequence in place of one of the Unit 1 & 2 studies (see section Students interested in studying a Unit 3 & 4 sequence in Year 11).
There are no subject prerequisites for entry into Units 1 & 2, except for Languages.
Studying a Unit 3 & 4 sequence in Year 11
YEAR 12
It is a College requirement that all Year 12 students undertake a full VCE program, which usually consists of:
• English or Literature or English Language Units 3&4;
• Four other Unit 3 & 4 sequences;
• Year 12 Religious Education.
All students who undertake a Unit 3 & 4 subject in Year 11 will not be allowed to take less than the Year 12 College requirements unless medical and/or other evidence is produced that demonstrates that the student will be otherwise unable to successfully complete the VCE.
An interview with the Assistant Principal Learning and Teaching, the student and her parents will be organised to discuss the situation.
Subject prerequisites for Units 3 & 4
SENIOR PATHWAYS
SUBJECT SELECTION PROCESS
SUBJECTS OFFERED AT CLC
VCE STUDIES
VCE VM STUDIES
VCE VET STUDIES
GLOSSARY
CLC CONTACTS
Year 11 students interested in this option should access the link ‘Application to Study Unit 3 & 4 in Year 11’ on the top left hand side of this page. Students may be required to meet the criteria set out in the application form and will be asked to attend an interview with a staff panel which has been formed to decide the success of each application.
Students are advised to be flexible in their choice of a Unit 3 & 4 subject and are reminded of the benefits of undertaking tertiary prerequisite subjects within their Year 12 program. Students are strongly encouraged to discuss this option with their Year 10 subject teacher and the appropriate Learning Leader. Where class size is an issue, Year 12 student choices will take preference.
All students who undertake a Unit 3 & 4 in Year 11 are expected to take a full load (five subjects) at the Year 12 level the following year.
APPLICATION TO STUDY
UNIT 3 & 4 IN YEAR 11
There are no prerequisites for entry into Units 3 & 4, except for Languages. However, students are advised that in some subject areas the expectations of the course and the skills required for necessary completion mean that it would be very difficult to take them up at Unit 3 & 4 level. See specific subject pages for details.
ASSESSMENT Senior Pathways
SATISFACTORY COMPLETION OF UNITS 1 – 4
A student will receive an:
• S for Satisfactorily completed
• N for Not Satisfactorily completed for each Unit depending on whether or not they have satisfactorily completed the outcomes of the Unit.
LEVEL OF PERFORMANCE IN UNITS 1 & 2
In Units 1 & 2 there will be graded Assessment Tasks and grades for these tasks will be included on student reports. However, they will not be included in the official statement of results from the VCAA. This statement will show S and N results only.
LEVEL OF PERFORMANCE IN UNITS 3 & 4
Each subject will have a number of assessment components. These will consist of School Assessed Coursework (SACs) and/or School Assessed Tasks (SATs) and an end of year examination. All School Assessments will be based on specific outcomes.
GENERAL ACHIEVEMENT TEST (GAT)
All students who are studying a VCE, VCE VET or VCE VM Unit 3 & 4 sequence will undertake the GAT. The GAT assesses your skills in Mathematics, Science, Technology, The Arts and Humanities. The GAT also assesses your skills against Literacy and Numeracy standards set by the Victorian Curriculum and Assessment Authority (VCAA). GAT results are used to check that VCE external assessments and school-based assessments have been accurately and fairly assessed, and can be used if you have a Derived Examination Score (DES) approved. The GAT is comprised of two parts:
• Section A assesses skills in literacy (reading and writing) and numeracy.
• Section B assesses general knowledge and skills in Mathematics, Science, Technology, The Arts and Humanities.
UNITS 3 & 4: THE ATAR (AUSTRALIAN TERTIARY ADMISSIONS RANK)
The Victorian Tertiary Admissions Centre (VTAC) runs the application and offer process for approximately 2000 Tertiary courses by providing information concerning VCE applicants to selection officers at each institution.
How the information is used varies from course to course, but nearly all courses make some use of the ATAR (Australian Tertiary Admission Rank) which is an overall measure of how a student has performed in his or her studies. It is expressed as a rank and is an estimate of where the student came in the relevant age group. The overall rating is on a scale of 0 – 99.95.
VTAC uses the study scores awarded by the VCAA to calculate the ATAR. VTAC scales the study scores to allow for any variation in the strength of competition between the cohorts of students taking the various studies that year.
The ATAR is calculated by adding the scaled score for English Units 3 & 4 or English Literature Units 3 & 4 or English Language Units 3 & 4, the next best three scaled scores and 10% of any fifth and sixth scaled score.
The increment for a sixth study may be replaced with an increment for satisfactorily completing an approved University study as part of the VCE extension study program.
Senior Pathways
EXTERNAL VCE STUDIES
For various reasons, students may wish to undertake one or more VCE Units at another provider (e.g. Night school, Dance school, Language school, TAFE, Private Music, etc).
Catholic Ladies’ College however will still be regarded as the HOME SCHOOL and WE must therefore enrol the student.
As such, we must be notified regarding the undertaking of these studies. Please download the external studies application form via the link below.
CAREERS AND TERTIARY COURSES
All students are invited to make appointments with the Career Pathways Leader, Elly Keating, to discuss Course and Career options and subject selection and to use the many Careers resources via the links on the left hand side of this page.
• www.gooduniversitiesguide.com.au
This site allows exploration of courses, plus it links to the Good Careers Guide as well.
• www.myfuture.edu.au
This site provides the information about jobs. Go to ‘The Facts’. It also has links to job prospects and shows the expected demand in different industries. Students do need to set up and account (free) for this site.
• www.vtac.edu.au – course search for post Year 12 options.
• www.youthcentral.vic.gov.au
A good website to explore many aspects of working/careers including a link to check award wages.
• University and TAFE Course Guides.
OPEN DAYS
Most Universities and TAFEs have Open Days each year. This is a wonderful chance to visit the campus, inspect facilities, discuss course and career outcomes with lecturers, course selection officers, current students, graduates and others.
OPEN DAYS 2025
VCE Subject Selection Process
SUBJECT SELECTION TIMELINE AND OVERVIEW
Students entering Year 11 in 2026
2025 DATE VENUE ACTIVITY
TUESDAY, 22 TO
THURSDAY, 24 JULY
Various Student Pathways Program
THURSDAY, 24 JULY Aikenhead Centre
5:00 – 7:00 pm
‘Futures Expo’ – Parents and students
• Subject Showcase
•Tertiary Showcas
Aikenhead Centre
6:00 – 7:30 pm
HOME
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GLOSSARY
CLC CONTACTS
FRIDAY, 1 AUGUST
TUESDAY, 5 AUGUST
THURSDAY, 7 AUGUST
Parent and Student Information Evening Information sessions:
•Subject selection and acceleration
•VCE information
•VCE Vocational Major (VCE VM) and VCE VET.
Aikenhead Centre•Students receive via email Web Preferences access guide and instructions for entering 2026 subject selections online
• • Year 11 2026 commencement date for entering subject selection
Applications to study a Unit 3 & 4 sequence close at 3:30 pm via link below noting that Year 12 student placement in subjects is deemed a priority before accelerated students.
•Parent/Student Pathways Interviews
•Year 11 2026 final date for entering subject selection, including parent signed electronic subject selection summary
APPLICATION
VCE Subject Selection Process
SUBJECTS OFFERED AT CLC IN 2026
Students
FYA JOB CLUSTERS
Source: New Work Mindset, Foundation for Young Australians, p15
FYA Job clusters
Students can also view subjects through the lens of job clusters as identified by the Foundation of Young Australians, FYA. This enables students to consider which skills best prepare them for the type of job they may wish to pursue in the future, remembering it is likely they will have many jobs but a core set of skills and capabilities. Again, each subject has listed the major clusters for which they are preparing students to participate.
JOB CLUSTER COMPRISES JOBS THAT...
OCCUPATIONS CURRENTLY IN THIS JOB CLUSTER...
Total occupations: 65
THE GENERATORS
... require a high level of interpersonal interaction in retail, sales, hospitality and entertainment.
THE ARTISANS
THE CARERS
... require skill in manual tasks related to construction, production, maintenance or technical customer service.
... seek to improve the mental or physical health or well-being of others, including medical, care and personal support services.
THE COORDINATORS
PATHWAYS
SUBJECT SELECTION PROCESS
SUBJECTS OFFERED AT CLC VCE STUDIES
VCE VM STUDIES
VCE VET STUDIES
THE DESIGNERS
... involve repetitive administrative and behind-the-scenes process or service tasks.
... involve deploying skills and knowledge of science, mathematics and design to construct or engineer products or buildings.
Sales representatives, retail supervisors, cafe managers, hotel managers, bank managers, entertainers, interpreters and airline ground crew.
RELATED INDUSTRIES: Tourism, Retail & Wholesale trade, Accommodation & Food services, and Arts & Recreation services.
Total occupations: 118
Machinery operators, landscape gardeners, electricians, crop & livestock farm workers, plumbers, and carpenters.
RELATED INDUSTRIES: Construction, Agriculture, Mining, Manufacturing, Utilities and Logistics.
Total occupations: 131
GPs, social workers, childcare workers, fitness instructors, surgeons, counsellors and beauty therapists.
RELATED INDUSTRIES: Health Care & Social Assistance
Total occupations: 59
Bookkeepers, printers, fast food cooks, bus drivers, furniture removalists, law clerks, receptionists and car park attendants.
RELATED INDUSTRIES: Administrative services and Logistics.
Total occupations: 70
Architects, electrical engineers, clothing patternmakers, food technologists, building inspectors, product testers, industrial engineers, geologists and draftspersons.
RELATED INDUSTRIES: Architectural, Engineering & Technical services.
Total occupations: 142
THE INFORMERS
... involve professionals providing information, education or business services.
School teachers, economists, intelligence officers, accountants, analysts, solicitors, organisational psychologists, curators, and HR advisers.
RELATED INDUSTRIES: Professional, Scientific & Technical services and Education & Training.
Total occupations: 10
THE TECHNOLOGISTS
CLC CONTACTS
... require skilled understanding and manipulation of digital technology.
Programmers, software engineers, database administrators, web designers and ICT business analysts.
RELATED INDUSTRIES: Computer System Design & related services and Information Media & Telecommunication services.
VCE Studies
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SUBJECT
SUBJECTS
VCE
VCE
VCE
GLOSSARY
CLC CONTACTS
VCE Studies
ENGLISH
English
Literature
English Language
HEALTH AND PHY SICAL EDUCATION
Health and Human Development
Physical Education
HUMANITIES
Accounting
Politics
Business Management
Geography
History
Legal Studies
LANGUAGES
Indonesian
Italian
SCIENCE
Biology
Chemistry
Physics
Psychology
MATHEMATICS
Foundation Mathematics
General Mathematics
Mathematical Methods
Specialist Mathematics
PERFORMING ARTS
Drama
Music
Dance
RELIGIOUS EDUCATION
Religion and Society
VISUAL ARTS AND TECHNOLOGY
Food Studies
Media
Art Making & Exhibiting
Visual Communication & Design V CE VET
MST20722 Certificate II in Apparel, Fashion and Textiles
CUA30920 Certificate III in Music (Music Performance)
SIS30122 Certificate III in Sport, Aquatics and Recreation
VCE Studies
ENGLISH
VCE English and English as an Additional Language (EAL) focuses on the how English language is used to create meaning in print and digital texts of varying complexity. Texts selected for study are drawn from the past and present, from Australia and from other cultures, and comprise many text types, including media texts, for analysis of argument. The study is intended to meet the needs of students with a wide range of expectations and aspirations, including those for whom English is an additional language.
UNIT 1
Area of study 1: Reading and Exploring Texts
In this area of study, students make personal connections with and explore the vocabulary, text structures, language features and ideas in a text.
Area of study 2: Crafting Texts
In this area of study, students demonstrate an understanding of effective and cohesive writing through the crafting of their own texts designed for a specific context and audience to achieve a stated purpose; and to describe individual decisions made about the vocabulary, text structures, language features and conventions used during writing processes.
UNIT 2
Area of study 1: Reading and Exploring Texts
In this area of study, students explore and analyse how the vocabulary, text structures, language features and ideas in a text construct meaning.
Area of study 2: Exploring Argument
In this area of study, students explore and analyse persuasive texts within the context of a contemporary issue, including the ways argument and language can be used to position an audience; and to construct a point of view text for oral presentation.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
UNIT 3
In this unit students read and respond to texts analytically and creatively.
Area of Study 1: Reading and responding to texts
In this area of study, students apply reading and viewing strategies to critically engage with a text. They analyse the ways authors construct meaning through vocabulary, text structures, language features and conventions, and the presentation of ideas.
Area of Study 2:
In this area of study, students build on the knowledge and skills developed through Unit 1. They read and engage imaginatively and critically with mentor texts. Students work with mentor texts to inspire their own creative processes, to generate ideas for their writing, and as models for effective writing.
UNIT 4
Area of Study 1: Reading and responding to texts
In this area of study, students further sharpen their skills of reading and viewing texts, developed in the corresponding area of study in Unit 3.
Area of study 2: Analysing argument
In this area of study, students analyse the use of argument and language, and visuals in texts that debate a contemporary and significant national or international issue. Students read, view and/or listen to a variety of texts from the media, including print and digital, and audio and audio visual texts. They plan and develop written analyses in response to their explorations. Students apply their understanding of the use of argument and language to create a point of view text for oral presentation.
PATHWAYS
VCE Studies
Literature
ENGLISH
The study of VCE Literature fosters students appreciation of the power of stories and storytelling, focusing on artistic and aesthetic merits. By reading and exploring a wide range of texts, students learn how to read, write and discuss texts. Students are supported to extend their high-order thinking to express and develop their critical and creative voices. Throughout the study, students deepen their awareness of historical, social and cultural influences that shape texts and their understanding of themselves as readers. Students examine how authors use language and structure to develop their own creative texts.
UNIT 1
Area of Study 1: Reading practices
In this area of study students explore how writers use language, structure and style to create meaning in different types of texts. They consider both written and visual texts and consider how their own identity and experiences shape their own interpretation of text. Students closely examine the literary forms, features and languages of text to develop a close analysis response.
Area of Study 2: Exploration of literary movements and genres
In this area of study, students explore the features to a distinctive type of literary seen in literary movements or genres. These groupings could include modernism, magical realism, crime and/or romance. Students explore texts in its grouping to understand commonalities such as themes, language, setting and characters. Students engage with the ideas and concerns shared by these texts through language, setting and structure and experiment with the ideas and values embedded in the texts.
UNIT 2
Area of Study 1: Voices of Country
In this area of study, students explore the voices, perspectives and knowledge of Aboriginal and Torres Strait Islander authors and creators. Students consider the connection between place, culture and identity including the impact of colonization and its ongoing consequences and the issues of reconciliation and reclamation. Students examine texts and the ways in which these texts present voice and perspective and challenge stereotypes.
Area of Study 2: The text in its context
In this area of study, students explore a text and its historical, social and cultural context and reflect on representations of a specific context within the text. Students learn how meaning is shaped by context and how to closely analyse a text focusing on language and the representation of historical context. Students develop and understand that contextual meaning is implicitly and explicitly inscribed in a text. Students develop the ability to analyse language closely, recognizing that words have historical and cultural import.
UNIT 3
Area of study 1: Adaptions and transformations
In this area of study, students explore how the form of a text contributes to its meaning by completing a close analysis of a set text. Students reflect on the extent to which changing the text to a different form affects its meaning through comparison of two texts. By exploring an adaptation, students consider how creators of adaptations may emphasise or minimise viewpoints, assumptions and ideas presented in the original text.
Area of Study 2: Developing interpretations
In this area of study, students explore the different ways we read and understand a text by comparing interpretations. Students first develop interpretations of a set text by analysing the ideas, views and values that are presented and the way these are challenged, endorsed and/or marginalised. These student interpretations interact with varying contexts in which a text is written and consider their own views and values as readers. Students then explore a supplementary reading that can enrich, challenge or context the ideas and views and values in a set text. Students complete a second interpretation of the same text, reflecting an enhanced appreciation developed through the supplementary text.
UNIT 4
Area of study 1: Creative responses to texts
This area of study enables students to focus on the imaginative techniques used for creating and recreating a literary work. Students use their knowledge of how the meaning of texts can change as a consequence of context and form to construct their own creative transformative texts. They learn how authors develop representations of people and places and develop and understanding of language, voice, form and structure. In their adaption of the tone and style of a text, students develop how views and values are explored. In this area of study, students understand the varying ways in which texts are crafted.
Area of Study 2: Close analysis of texts
In this area of study, students focus on a detailed scrutiny of language, style, concerns and construction of texts. Students closely examine textual detail to understand the ways specific passages of a text contribute to understanding of the whole text. Students consider literary form, features and language and the implicit and explicit views and values of a text.
VCE Studies
English Language
Throughout their learning, students explore how language works, where it comes from, and how it changes over time and across places. Students learn how language is shaped by culture, society and power, and how it can be used to express or shape identity. They explore the ways in which we use language and how language is adapted to suit formal and informal settings. They explore the ways in which language use is adapted in consideration of formality, situational and cultural contexts, purpose and function.
In this study, students read a wide range of texts, including historical and contemporary texts, to develop analytical skills and their understanding of linguistics. Students will broaden their linguistic knowledge across language subsystems such as phonetics and phonology, morphology, syntax and discourse, and learn how these subsystems work together to create communication.
UNIT 1: LANGUAGE AND COMMUNICATION
Area of Study 1: The nature and functions of language
In this area of study students explore how language is shaped by history, society and culture. They will describe and analyse the way English is spoken and written using key language terms. Students learn how our language choices change to fit situational contexts and how these choices reflect how we see the world.
Area of Study 2: Language acquisition
This area of study explores developmental stages of language acquisition for first and additional language learning. Students explore how to use sounds, grammar and meaning correctly as well as the appropriate how we adjust language for different situations. Students examine case studies and engage in field work to explore language acquisition.
UNIT 2: LANGUAGE CHANGE
Area of Study 1: English across time
Students investigate how and why the English language has changed over time including contact with other languages, new technology and changes from within language itself. They explore different stages of English, such as Old English and see how English has developed in areas like spelling, grammar and meaning.
Area of Study 2: Englishes in contact
In this area of study, students explore the global spread of English and how it affects other languages and cultures. This includes learning about the rise of English as a global language and consequences of language contact. Students explore how people use English to express identity and culture in written and spoken form.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
UNIT 3: LANGUAGE VARIATION AND PURPOSE
Area of study 1: Informality
In this area of study, students explore how people adjust written and spoken language to suit different situations. Students consider function and analyse features of information language in various contexts, with the understanding that these differing contexts influence the language used. Students investigate how informal language can build connections and how informal language features, such as slang and swearing patterns encourage linguistic innovation and social membership.
Area of Study 2: Formality
In this area of study, students identify and consider and analyse the features of formal language in various forms. They understand that the situational and cultural context of exchange influences language used. Studetns examine various texts that explore formal language and analyse how language can be used to inform, persuade or confuse with a focus on the language of politics, reporting and law.
UNIT 4: LANGUAGE VARIATION AND IDENTITY
Area of study 1: Language variation in Australian society
This area of study enables students to examine the different ways English is spoken in Australia, including Standard Australian English, Aboriginal Australian Englishes and migrant ethnolects. They consider how language reflects national identity and how different ways of speaking can include or exclude people. They understand how language can establish or challenge identities.
Area of Study 2: Individual and group identities
In this area of study, students focus on how the role language choices convey individual and group identities. In this work, students engage with social variables such as age, gender and sexuality to investigate how individuals make language choices that draw on an understanding of social expectations and community attitudes. Students learn how language can be used to include, exclude, stereotype and empower.
VCE Studies
HEALTH AND PHYSICAL EDUCATION
Health and Human Development
UNIT 1
Understanding Health and Wellbeing
UNIT 3
Australia’s Health in a Globalised World
In this unit, students explore health and wellbeing as a concept with varied and evolving perspectives and definitions. As a foundation to their understanding of health, students investigate the World Health Organization’s (WHO) definition and other interpretations. They also explore the fundamental conditions required for health as stated by the WHO, which provide a social justice lens for exploring health inequities. Students will identify perspectives relating to health and wellbeing, and inquire into factors that influence health attitudes, beliefs and practices, including among Aboriginal and Torres Strait Islander Peoples. Students look at multiple dimensions of health and wellbeing, the complex interplay of influences on health outcomes and the indicators used to measure and evaluate health status. With a focus on youth, the unit equips students to consider their own health as individuals and as a cohort.
UNIT 2
Managing Health and Development
In this unit, students investigate transitions in health and wellbeing, and human development, from lifespan and societal perspectives. They explore the changes and expectations that are integral to the progression from youth to adulthood. Students investigate adulthood; a time of increasing independence and responsibility, involving the establishment of long-term relationships, possible considerations of parenthood and management of health-related milestones and changes. Students explore the Australian healthcare system from the perspective of youth and analyse health information. They investigate the challenges and opportunities presented by digital media and consider issues surrounding the use of health data and access to quality health care.
CONTRIBUTIONS
TO THE STUDY SCORE
In this unit, students look at health and wellbeing, disease and illness as being multidimensional, dynamic and subject to different interpretations and contexts. They explore health and wellbeing as a global concept. Students consider the benefits of optimal health and wellbeing and its importance as an individual and a collective resource. They extend this to health as a universal right, analysing and evaluating variations in the health status of Australians. Students focus on health promotion and improvements in population health over time. Through researching health improvements and evaluating successful programs, they explore various public health approaches and the interdependence of different models. While the emphasis is on the Australian health system, the progression of change in public health approaches should be seen within a global context.
UNIT 4
Health and Human Development in a Global Context
In this unit, students examine health and human development in a global context. They use data to investigate health status and human development in different countries, exploring factors that contribute to health inequalities between and within countries, including the physical, social and economic conditions in which people live. Students build their understanding of health in a global context through examining changes in health status over time and studying the key concept of sustainability. They consider the health implications of increased globalisation and worldwide trends relating to climate change, digital technologies, world trade, tourism, conflict and the mass movement of people. Students consider global action to improve health and human development, focusing on the United Nations’ (UN’s) Sustainable Development Goals (SDGs) and the priorities of the World Health Organization (WHO). They also investigate the role of non-government organisations and Australia’s overseas aid program. Students evaluate the effectiveness of health initiatives and programs in a global context and reflect on their own capacity to act.
PATHWAYS SUBJECT SELECTION PROCESS SUBJECTS OFFERED AT CLC
STUDIES
VCE Studies
HEALTH AND PHYSICAL EDUCATION
Physical Education
UNIT 1
The Human Body in Motion
UNIT 3
VET STUDIES
CONTACTS
In this unit, students explore how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students investigate the role and function of the main structures in each system and how they respond to movement. Through participation in practical activities, students explore and analyse the relationships between the body systems and movement, and how these systems interact and respond at various intensities. Students also investigate possible conditions and injuries associated with the musculoskeletal system and recommend and implement strategies to minimise and manage such injuries and conditions. They consider the ethical implications of using permitted and prohibited practices to improve the performance of the body systems, evaluating perceived physiological benefits and describing potential harms.
UNIT 2
Physical Activity, Sport, Exercise and Society
Through a series of practical activities, students gain an appreciation of the movement required for health benefits and the consequences of physical inactivity and sedentary behaviour. Using various methods to assess physical activity and sedentary behaviour, students analyse data to investigate perceived barriers and enablers, and explore opportunities to enhance participation in physical activity. Students explore and apply the social-ecological model to critique a range of individual- and settings-based strategies that are effective in promoting participation in regular physical activity. They create and participate in a personal plan with movement strategies that optimise adherence to physical activity and sedentary behaviour guidelines.
By investigating a range of contemporary issues associated with physical activity, sport and exercise, students explore factors that affect access, inclusion, participation and performance. Students will select one issue at the local, national or global level and analyse key concepts within the issue.
Movement skills and energy for physical activity, sport and exercise
In this unit students will use a variety of tools and coaching techniques to analyse movement skills and apply biomechanical and skill-acquisition principles to improve and refine movement in physical activity. Students will participate in practical activities to demonstrate how the correct application of these principles can lead to improved performance. Students examine the cardiovascular, respiratory and muscular systems and roles each system plays in supplying oxygen and energy to the working muscles. They investigate the characteristics of the three energy systems that supply energy for performance during physical activity and explore the interplay between systems that ensures energy is supplied in a timely manner. Students will also explore the causes of fatigue and consider different strategies used to delay fatigue and promote recovery.
UNIT 4
Training to improve performance
In this unit, students’ participation and involvement in physical activity will form the foundations of understanding how to improve performance from a physiological perspective. Students apply relevant training principles and methods to improve performance at various levels (individual, club and elite). Students assess fitness and use collected data to justify the selection of fitness tests based on the physiological requirements of an activity, including muscles used, energy systems and fitness components. Students then consider all physiological data, training principles and methods to design a training program. The effectiveness of programs is evaluated according to the needs of the individual and chronic adaptations to training.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
VCE Studies
HUMANITIES
Accounting
UNIT 1
Role of Accounting in business
UNIT 3
Financial accounting for a trading business
This unit explores the establishment of a business and the role of accounting in the determination of business success or failure. It considers the importance of accounting information to stakeholders. Students analyse, interpret and evaluate the performance of the business using financial and nonfinancial information. They use these evaluations to make recommendations regarding the suitability of a business as an investment. Students record financial data and prepare reports for service businesses owned by sole proprietors.
UNIT 2
Accounting and decision-making for a trading business
In this unit, students develop their knowledge of the accounting process for sole proprietors operating a trading business, with a focus on inventory, accounts receivable, accounts payable and non-current assets. Students use manual processes and ICT, including spreadsheets, to prepare historical and budgeted accounting reports.
Students analyse and evaluate the performance of the business relating to inventory, accounts receivable, accounts payable and non-current assets. They use relevant financial and other information to predict, budget and compare the potential effects of alternative strategies on the performance of the business. Using these evaluations, students develop and suggest to the owner strategies to improve business performance.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
This unit focuses on financial accounting for a trading business owned by a sole proprietor, and highlights the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording.
Students develop their understanding of the accounting processes for recording and reporting, and consider the effects of decisions made on the performance of the business. They interpret reports and information presented in a variety of formats and suggest strategies to the owner to improve the performance of the business.
UNIT 4
Recording, reporting, budgeting and decision-making
In this unit, students further develop their understanding of accounting for a trading business owned by a sole proprietor and the role of accounting as an information system. Students use the double entry system of recording financial data and prepare reports using the accrual basis of accounting and the perpetual method of inventory recording. Both manual methods and ICT are used to record and report.
Students extend their understanding of the recording and reporting processes, with the inclusion of balance day adjustments and alternative depreciation methods. They investigate both the role and the importance of budgeting in decision-making for a business. They analyse and interpret accounting reports and graphical representations to evaluate the performance of a business. Using this evaluation, students suggest strategies to business owners to improve business performance.
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HUMANITIES
Politics
UNIT 1
Politics, Power and Political Actors
UNIT 3
Global cooperation and conflict
In this unit, students learn that politics is about how political actors use power to resolve issues and conflicts over how society should operate. Each area of study focuses on concepts that form essential disciplinary knowledge, and which allow students to gradually build on their understanding of what it is to think politically. Students consider the concept of power by examining why and how political power is used, with special attention to the way national and global political actors exercise power and the consequences of that use. Students examine how power may be used by political actors in various states to achieve their interests, and they focus on a close study of a contested political issue in Australia. Students then investigate the power of global actors, who are able to use power across national and regional boundaries to achieve their interests and cooperate with other actors to solve conflicts, issues and crises.
UNIT 2
Democracy, Stability and Change
In this unit, students investigate the key principles of democracy and assess the degree to which these principles are expressed, experienced and challenged, in Australia and internationally. They consider democratic principles in the Australian context and complete an in-depth study of a political issue or crisis that inherently challenges basic democratic ideas or practice. Students also investigate the degree to which global political actors and trends can challenge, inhibit or undermine democracy, and evaluate the political significance of these challenges. Each area of study focuses on concepts that form essential disciplinary knowledge, and which allow students to gradually build on their understanding of what it is to think politically.
In this unit, students investigate an issue and a crisis that pose challenges to the global community. Students begin with an investigation into an issue of global scale, such as climate change, global economic instability, the issue of development or weapons of mass destruction. Students also examine the causes and consequences of a humanitarian crisis that may have begun in one state but which has crossed over into neighbouring states and requires an emergency response. This crisis must be chosen from the areas of human rights, armed conflict and the mass movement of people. They consider the causes of these issues and crises, and investigate their consequences on a global level and for a variety of global actors.
UNIT 4
Power in the Indo-Pacific
In this unit, students investigate the strategic competition for power and influence in the Indo-Pacific region. They consider the interests and perspectives of global actors within the region, including the challenges to regional cooperation and stability. Building on their study of global issues and contemporary crises in Unit 3, students develop their understanding of power and national interests through an indepth examination of one state’s perspectives, interests and actions. Students must choose one state from the People’s Republic of China, Japan, the Republic of India, the Republic of Indonesia or the United States of America. Students also examine Australia’s strategic interests and actions in the region and consider how Australia’s responses to regional issues and crises may have contributed to political stability and/or change. They do this within the context of Australia’s relationships with one Pacific Island state and two other regional states.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
VCE Studies
HUMANITIES
Business Management
UNIT 1
Planning a Business
UNIT 3
Managing a Business
Businesses of all sizes are major contributors to the economic and social wellbeing of a nation. The ability of entrepreneurs to establish a business and the fostering of conditions under which new business ideas can emerge are vital for a nation’s wellbeing. Taking a business idea and planning how to make it a reality are the cornerstones of economic and social development. In this unit students explore the factors affecting business ideas and the internal and external environments within which businesses operate, as well as the effect of these on planning a business. They also consider the importance of the business sector to the national economy and social wellbeing.
UNIT 2
Establishing a Business
This unit focuses on the establishment phase of a business. Establishing a business involves compliance with legal requirements as well as decisions about how best to establish a system of financial record keeping, staff the business and establish a customer base. In this unit students examine the legal requirements that must be met to establish a business. They investigate the essential features of effective marketing and consider the best way to meet the needs of the business in terms of staffing and financial record keeping. Students analyse management practices by applying key knowledge to contemporary business case studies from the past four years.
Students explore the key processes and considerations for managing a business efficiently and effectively to achieve business objectives. Students examine different types of businesses and their respective objectives and stakeholders. They investigate strategies to manage both staff and business operations to meet objectives and develop an understanding of the complexity and challenge of managing businesses. Students compare theoretical perspectives with current practice through the use of contemporary Australian and global business case studies from the past four years.
UNIT 4
Transforming a Business
Students consider the importance of reviewing key performance indicators to determine current performance and the strategic management necessary to position a business for the future. Students study a theoretical model to undertake change and consider a variety of strategies to manage change in the most efficient and effective way to improve business performance. They investigate the importance of effective management and leadership in change management. Using one or more contemporary business case studies from the past four years, students evaluate business practice against theory.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
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HUMANITIES
Geography
UNIT 1
Hazards and disasters
UNIT 3
Changing the land
This unit investigates how people have responded to specific types of hazards and disasters. Students undertake an overview of hazards before investigating two contrasting types of hazards and the responses to them. Students examine the processes involved with hazards and hazard events, considering their causes and impacts, human responses to hazard events and the interconnections between human activities and natural phenomena, including the impact of climate change. Students undertake fieldwork and produce a fieldwork report.
UNIT 2
Tourism: issues and challenges
In this unit students investigate the characteristics of tourism: where it has developed, its various forms, how it has changed and continues to change and its impact on people, places and environments, issues and challenges of ethical tourism. Students select contrasting examples of tourism from within Australia and elsewhere in the world to support their investigations. They study tourism at local, regional and global scales emphasising the interconnection within and between places as well as the impacts, issues and challenges that arise from various forms of tourism. Students investigate how the growth of tourism at all scales requires appropriate management to ensure it is environmentally, socially, culturally and economically sustainable. Students undertake fieldwork and produce a fieldwork report.
This unit focuses on two investigations of geographical change: change to land cover and change to land use. Land cover includes biomes such as forest, grassland, tundra, bare lands and wetlands, as well as land covered by ice and water. Students investigate how natural land cover is altered by many processes such as geomorphological events, plant succession and climate change. Students investigate two major processes that are changing land cover in many regions of the world: melting glaciers and ice sheets, and deforestation. They investigate the distribution and causes of the two processes. They select one location for each of the processes to develop a greater understanding of the changes to land cover produced by these processes, the impacts of these changes and responses to these changes at different scales. At a local scale, students investigate land use change using appropriate fieldwork techniques and secondary sources. They investigate the processes of change, the reasons for change and the impacts of change. Students undertake fieldwork and produce a fieldwork report
UNIT 4
Human population: trends and issues
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
PATHWAYS
> Tourism and Ecotourism
> Marine Biologist
> Meteorology
> Environmental Sciences
> Forest Science
> Wildlife Management
> Oceanography
> Land Degradation
CLC CONTACTS JOB
Students investigate the geography of human populations. They explore the patterns of population change, movement and distribution, and how governments, organisations and individuals have responded to those changes in different parts of the world. Students study population dynamics before undertaking an investigation into two significant population trends arising in different parts of the world. They examine the dynamics of populations and their environmental, economic, social, and cultural impacts on people and places. Students investigate population change such as growth and decline in fertility and mortality, and by people moving to different places with the use of the Demographic Transition Model. Students investigate the interconnections between the reasons for population change. They evaluate strategies developed in response to population issues and challenges, in both a growing population trend of one country and an ageing population trend of another country, in different parts of the world.
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STUDIES
VCE Studies
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HUMANITIES
History
UNIT 1
Modern History - Change and Conflict
UNIT 3 & 4
Revolutions
In this unit students investigate the nature of social, political, economic and cultural change in the later part of the 19th century and the first half of the 20th century. Modern History provides students with an opportunity to explore the significant events, ideas, individuals and movements that shaped the social, political, economic and technological conditions and developments that have defined the modern world.
UNIT 2
Modern History - The Changing World Order
In this unit students investigate the nature and impact of the Cold War and challenges and changes to social, political and economic structures and systems of power in the second half of the twentieth century and the first decade of the twentyfirst century. The second half of the Twentieth Century also saw a rise of social movements that challenged existing values and traditions, such as civil rights movement, feminism and environmental movements. Students focus on causes and consequences of the Cold War; the competing ideologies that underpinned events, the effect on people, groups and nations and the reasons for the end of this sustained period of ideological conflict. Students focus on the ways in which traditional ideas, values and political systems were challenged and changed by individuals and groups in a range of contexts during the period 1945-2000. Students explore the causes of significant political and social events and movements and their consequences for nations and people.
Students investigate the significant historical causes and consequences of political revolution in France and Russia. Revolutions are caused by the interplay of ideas, events, individuals and popular movements. Their consequences have a profound effect on the political and social structures of the post-revolutionary society. Revolution is a dramatically accelerated process whereby the new order attempts to create political and social change and transformation based on a new ideology. Progress in a post-revolutionary society is not guaranteed or inevitable. Post-revolutionary regimes are often threatened internally by civil war and externally by foreign threats. These challenges can result in a compromise of revolutionary ideals and extreme measures of violence, oppression and terror.
Area of study 1: Causes of Revolution
In this area of study students analyse the long-term causes and short-term triggers of revolution.
Area of study 2: Consequences of Revolution
In this area of study students analyse the consequences of the revolution and evaluate the extent to which it brought change to society.
Students develop an understanding of the complexity and multiplicity of causes and consequences in the revolutionary narrative and evaluate the extent to which the revolution brought change to the lives of people.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
VCE Studies
HUMANITIES
Legal Studies
UNIT 1
The presumption of innocence
UNIT 3
Rights and Justice
In this unit, students develop an understanding of legal foundations, such as the different types and sources of law, the characteristics of an effective law, and an overview of parliament and the courts. Students are introduced to and apply the principles of justice. They investigate key concepts of criminal law and apply these to actual and/or hypothetical scenarios to determine whether an accused may be found guilty of a crime. In doing this, students develop an appreciation of the manner in which legal principles and information are used in making reasoned judgments and conclusions about the culpability of an accused. Students also develop an appreciation of how a criminal case is determined, and the types and purposes of sanctions. Students apply their understanding of how criminal cases are resolved and the effectiveness of sanctions through consideration of recent criminal cases from the past four years.
UNIT 2
Wrongs and rights
In this unit, students investigate key concepts of civil law and apply these to actual and/or hypothetical scenarios to determine whether a party is liable in a civil dispute. Students explore different areas of civil law, and the methods and institutions that may be used to resolve a civil dispute and provide remedies. They apply knowledge through an investigation of civil cases from the past four years. Students also develop an understanding of how human rights are protected in Australia and possible reforms to the protection of rights, and investigate a contemporary human rights issue in Australia, with a specific focus on one case study.
In this unit students examine the methods and institutions in the justice system and consider their appropriateness in determining criminal cases and resolving civil disputes. Students explore matters such as the rights available to an accused and to victims in the criminal justice system, the roles of the judge, jury, legal practitioners and the parties, and the ability of sanctions and remedies to achieve their purposes. Students investigate the extent to which the principles of justice are upheld in the justice system.
UNIT 4
The People, the Law and reform
In this unit, students explore how the Australian Constitution establishes the law-making powers of the Commonwealth and state parliaments, and how it protects the Australian people through structures that act as a check on parliament in lawmaking. Students develop an understanding of the significance of the High Court in protecting and interpreting the Australian Constitution. They investigate parliament and the courts, and the relationship between the two in law-making, and consider the roles of the individual, the media and law reform bodies in influencing changes to the law, and past and future constitutional reform.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
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VCE Studies
LANGUAGES
Indonesian
UNITS 1, 2, 3, & 4
VCE Indonesian focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Indonesian on a range of themes and topics.
Students develop and extend skills in listening, speaking, reading, writing and viewing in Indonesian in a range of contexts and develop cultural understanding in interpreting and creating language.
Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities.
Throughout the study students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.
The areas of study for Indonesian comprise themes and topics, grammar, text types, vocabulary and kinds of writing. The prescribed themes are; ‘The Individual’, ‘The Indonesian- Speaking Communities’ and ‘The World Around Us’.
The areas of study include interpersonal communication, interpretive communication, and presentational communication, where students will further develop their listening, speaking, reading and writing skills. Spoken exchanges and written texts will increase in length and degree of difficulty, and there is a stronger emphasis on grammatical accuracy.
Students selecting Languages (Indonesian) should have completed study of that language in Years 7-10 and gained a good pass at Year 10 level.
Students selecting Languages (Indonesian) Units 3 & 4 should have completed Units 1 & 2 of the language and gained a good pass
A language other than English is a useful additional skill for many subject areas, including English, Science, Music, Engineering, Law, Health and Social Care, and Politics.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examinations: 50% One oral – 12.5%; one written – 37.5%
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VCE Studies
LANGUAGES
UNITS 1, 2, 3, & 4
VCE Italian focuses on student participation in interpersonal communication, interpreting the language of other speakers, and presenting information and ideas in Italian on a range of themes and topics.
Students develop and extend skills in listening, speaking, reading, writing and viewing in Italian in a range of contexts and develop cultural understanding in interpreting and creating language.
Students develop their understanding of the relationships between language and culture in new contexts and consider how these relationships shape communities.
Throughout the study students are given opportunities to make connections and comparisons based on personal reflections about the role of language and culture in communication and in personal identity.
The areas of study for Italian comprise themes and topics, grammar, text types, vocabulary and kinds of writing. The prescribed themes are: ‘The Individual’, ‘The Italian-speaking communities’, and ‘The World Around Us’.
The areas of study include interpersonal communication, interpretive communication, and presentational communication, where students will further develop their listening, speaking, reading and writing skills. Spoken exchanges and written texts will increase in length and degree of difficulty, and there is a stronger emphasis on grammatical accuracy.
Students selecting Languages (Italian) should have completed study of that language in Years 7-10 and gained a good pass at Year 10 level.
Students selecting Languages (Italian) Units 3 & 4 should have completed Units 1 & 2 of the language and gained a good pass.
A language other than English is a useful additional skill for many subject areas, including English, Science, Music, Engineering, Law, Health and Social Care, and Politics.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examinations: 50% One oral – 12.5%; one written – 37.5%
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VCE Studies
MATHEMATICS
Foundation Mathematics
UNIT 1 & 2
There are four areas of study.
They are:
UNIT 3 & 4
There are four areas of study.
They are:
• Algebra, number and structure
• Data analysis, probability and statistics
• Financial and consumer mathematics
• Space and measurement
This course is for students intending to study Foundation Mathematics Units 3 & 4.
Provides knowledge, skills and understanding to solve problems in real contexts for a range of workplace, personal and community settings.
• Algebra, number and structure
• Data analysis, probability and statistics
• Financial and consumer mathematics
• Space and measurement
To study Foundation Mathematics Units 3 & 4 students need to have completed Foundation Mathematics Units 1 & 2 or General Mathematics Units 1 & 2.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed Coursework 40% (Mathematical Investigations Task 1 & 2)
> Unit 4 School-assessed Coursework 20% (Mathematical Investigation Task 3)
> Written Examination 40%
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MATHEMATICS
General Mathematics
UNIT 1 & 2
This course is made up of five areas of study as follows:
• Data analysis, probability and statistics
UNIT 3 & 4
This course is made up of two areas of study:
• Algebra, number and structure
• Functions, relations and graphs
• Discrete Mathematics (matrices, graphs, networks)
• Space and measurement
This course is for students intending to study General Mathematics Units 3 & 4. It focuses on broad skill development, with an emphasis on statistics and arithmetic.
Areas of study
• Data analysis, probability and statistics
• Discrete mathematics
•Recursion and financial modelling
•Matrices and networks
Students undertaking General Mathematics Units 3 & 4, require a completion of General Mathematics Units 1 & 2 or Mathematical Methods Units 1 & 2.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed Coursework 24% ( Application Task and Modelling and Problem Solving Task 1)
> Unit 4 School-assessed Coursework 16% (Modelling and Problem Solving Task 2 & 3)
> Written Examination 1 30%
> Written Examination 2 30% (CAS calculator and one bound reference permitted in course work and Examinations 1 & 2)
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MATHEMATICS
Mathematical Methods
UNIT 1 & 2
There are four areas of study. They are:
UNIT 3 & 4
A fully prescribed course of four areas of study. They are:
•Functions, relations and graphs
• Algebra, number and structure
• Calculus
• Data analysis, probability and statistics
Students who wish to study Units 3 & 4 Mathematical Methods need to have completed Units 1 & 2 Mathematical Methods
•Functions, relations and graphs
• Algebra, number and structure
• Calculus
• Data analysis, probability and statistics
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed Coursework 20% ( Application Task)
> Unit 4 School-assessed Coursework 20% (Modelling and Problem Solving Task 1 & 2)
> Written Examination 1 20% (No calculators or notes permitted in Examination 1)
> Biological sciences
> Commerce
> Computer Programming
> Education
> Engineering
> Mathematics
> Medicine
> Physical Sciences
> Statistics
> Written Examination 2 40% (CAS calculator and one bound reference permitted in Examination 2) PATHWAYS
Mathematical Methods
Unit 3 & 4 is a pre-requisite for some Tertiary courses. Works well with Specialist Mathematics Units 1 & 2.
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MATHEMATICS
Specialist Mathematics
UNIT 1 & 2
There are five areas of study. They are:
UNIT 3 & 4
A fully prescribed course of six areas of study:
•Discrete mathematics
•Algebra, number and structure
•Discrete mathematics
•Data analysis, probability and statistics
•Functions, relations and graphs
•Space and measurement
Students selecting Specialist Mathematics Units 1 & 2 must also do Mathematical Methods Units 1 & 2
•Functions, relations and graphs
•Algebra, number and structure
•Calculus
•Space and measurement
•Data analysis, probability and statistics
To study Specialist Mathematics Units 3 & 4, students must have completed Units 1 & 2 of Specialist Mathematics and Mathematical Methods. They must also do Mathematical Methods Units 3 & 4.
PATHWAYS
> Actuarial
Commerce
Computer Programming
Education
Engineering
Government Organisations
Mathematics
Medicine
Physical Sciences > Statistics
This course has an emphasis on algebraic applications and analysis and is directed towards tertiary courses in Mathematics, Engineering and Physical Sciences.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed Coursework 20% (Application Task)
> Unit 4 School-assessed Coursework 20% (Modelling and Problem Solving Task 1 & 2)
> Written Examination 1 20% (No calculators or notes permitted in Examination 1)
> Written Examination 2 40% (CAS calculator and one bound reference permitted in Examination 2)
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PERFORMING ARTS
Drama
VCE Drama focuses on the creation and performance of characters and stories that communicate ideas, meaning and messages using contemporary drama-making practices. Students engage with creative processes, explore and respond to stimulus material, and apply play-making techniques to develop and present devised work. Students learn about, and draw on, a range of performance styles and conventions through the investigation of work by a diverse range of drama practices and practitioners, including Australian drama practitioners.
UNIT 1
Introducing Performance Styles and Contemporary Drama Practices
In this unit students study three or more performance styles from a range of social, historical, contemporary and cultural contexts. They examine the traditions of storytelling and devise performances telling stories that go beyond representations of reality. They incorporate and/or juxtapose a number of performance styles to make dramatic statements and create performances that are innovative, transformational and contemporary.
This unit focuses on creating, presenting and analysing a devised solo and/or ensemble performance that includes real and/or imagined characters and is based on stimulus material that reflects personal, cultural and/or community experiences and stories. Such stimulus material could include Aboriginal and Torres Strait Islander Peoples’ stories, perspectives or experiences. This unit also involves analysis of a student’s own devised work, and the analysis of work by professional drama practitioners and performers.
UNIT 2
Contemporary Drama Practices and Australian Identity
In this unit, students study aspects of Australian identity by engaging with contemporary drama practices as artists and as audiences. Students explore the work of selected contemporary drama practitioners, including Australian practitioners, and their associated performance styles. They focus on the application and documentation of play-making techniques involved in constructing a devised solo or ensemble performance. Students analyse and evaluate their own performance work as well as undertaking an analysis and evaluation of a performance of an Australian work by professional actors, and develop an understanding of relevant drama terminology.
UNIT 3
Devised Ensemble Performance
In this unit, students explore the work of a range of drama practitioners and draw on contemporary drama practices as they devise ensemble performance work. Students explore performance styles and associated conventions from a diverse range of contemporary and/or historical contexts. They work collaboratively to devise, develop and present an ensemble performance.
Students create work that reflects a specific performance style or one that draws on conventions of, or makes reference to, multiple performance styles. In addition, students document and evaluate the play-making techniques applied in the creation, development and presentation of the ensemble performance. Students attend, analyse and evaluate a live professional drama performance selected from the prescribed VCE Drama Unit 3 Playlist published annually on the VCAA website.
UNIT 4
Devised Solo Performance
This unit focuses on the development and presentation of devised solo work and performances. Students develop skills in exploring and extracting dramatic potential from stimulus material and use play-making techniques to develop and present a short solo demonstration. Students further experiment with application of symbol and transformation of character, time and place; they also apply conventions, dramatic elements, expressive skills, performance skills and aspects of performance styles to shape and give meaning to their work. Students further develop and refine these skills as they create, develop and refine a performance in response to a prescribed structure selected from the VCE Drama solo performance examination. Students are encouraged to attend performances that incorporate a range of performance styles and contemporary drama practices to support their work in this unit.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 & 4 School-assessed coursework: 40%
> End-of-year performance examination: 35%
> End-of-year written examination: 25%
PATHWAYS
> Acting > Arts Administrator
> Communication
> Dr ama Teacher
> Dr ama Therapist
> Higher Educ ation Lecturer
> Journalist
> Marketing Manager
> Per sonnel Manager
> Public Administration
> Publicist Scriptwriter
> Television/Film/Radio
> Youth, Community or Social Worker
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PERFORMING ARTS
Music
UNIT 1
Organisation of Music
UNIT 2
Effect in Music
(All VCE students considering different Unit 3 and 4 sequences are to complete same Unit 1 and 2)
In this unit students explore and develop their understanding of how music is organised. By performing, creating, analysing and responding to music works that exhibit different approaches, students explore and develop their understanding of the possibilities of musical organisation. They prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding on their chosen instrument/sound source.
At least two works should be associated with their study of approaches to music organisation. They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied. They develop knowledge of music language concepts as they analyse and respond to a range of music, becoming familiar with the ways music creators treat elements of music and concepts and use compositional devices to create works that communicate their ideas.
(All VCE students considering different Unit 3 and 4 sequences are to complete same Unit 1 and 2)
In this unit, students focus on the way music can be used to create an intended effect. By performing, analysing and responding to music works/examples that create different effects, students explore and develop their understanding of the possibilities of how effect can be created. Through creating their own music, they reflect this exploration and understanding. Students prepare and perform ensemble and/or solo musical works to develop technical control, expression and stylistic understanding using their chosen instrument/sound source.
They should perform at least one work to convey a specified effect and demonstrate this in performance. They create (arrange, compose or improvise) short music exercises that reflect their understanding of the organisation of music and the processes they have studied. As they analyse and respond to a wide range of music, they become familiar with the ways music creators treat elements and concepts of music and use compositional devices to create works that communicate their ideas. They continue to develop their understanding of common musical language concepts by identifying, recreating and notating these concepts.
VCE Studies
PERFORMING ARTS
VCE Dance provides opportunities for students to explore the potential of movement as a means of creative expression and communication. In VCE Dance students create and perform their own dance works as well as studying the dance works of others through performance and analysis. In each unit, students undertake regular and systematic dance training to develop their physical skills and advance their ability to execute a diverse range of expressive movements. Students also develop and refine their choreographic skills by exploring personal and learnt movement vocabularies. They study ways other choreographers have created and arranged movement to communicate an intention and create their own dance works. Students perform learnt solo and group dance works and their own works. They also analyse ways that ideas are communicated through dance and how dance styles, traditions and works can influence dance practice, the arts, artists and society more generally.
It is strongly recommended that students have at least three to four years dance and/or movement experience prior to the commencement of VCE Dance. This experience might focus on a specific dance style or could involve development of a personal movement vocabulary. Unit 1
UNIT 1:
Students explore the potential of the body as an instrument of expression and communication in conjunction with the regular and systematic development of physical dance skills. Students discover the diversity of expressive movement and purposes for dancing in dances from different times, places, cultures, traditions and/or styles. They commence the process of developing a personal movement vocabulary and also begin the practices of documenting and analysing movement. Through this work they develop understanding of how other choreographers use these practices.
UNIT 2:
Students extend their personal movement vocabulary and skill in using a choreographic process by exploring elements of movement (time, space and energy), the manipulation of movement through choreographic devices and the types of form used by choreographers. Students use the choreographic process to develop and link movement phrases to create a dance work. They apply their understanding of the processes used to realise a solo or group dance work – choreographing and/or learning, rehearsing, preparing for performance and performing. Students are introduced to a range of dance traditions, styles and works.
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VCE Studies
RELIGIOUS EDUCATION
Religion and Society
In both units, the religious tradition or denomination studied is Catholicism. Students consider the nine aspects of religion in their investigation of Catholicism and religion in general.
Please note: Any student who wishes to undertake Unit 3 and 4 Religion and Society in Year 11 or Year 12 will not be required to participate in the School-based Religious Education program.
UNIT 3
The Search for Meaning
Over time and across cultures humanity has sought to understand the why and how of existence. In response to this quest for meaning, various religious, philosophical, scientific and ideological worldviews have been developed.
Students study the purposes of religion generally and then consider the religious beliefs developed by one religious tradition or denomination in response to the big questions of life.
Students study how particular beliefs within one religious tradition or denomination may be expressed through the other aspects of religion, and explore how this is intended to foster meaning for adherents. Students then consider the interaction between significant life experiences and religion.
UNIT 4
Religion, Challenge and Change
Students will focus on the interaction over time of religious traditions and the societies of which they are a part.
Religious traditions are living institutions that participate in and contribute to wider societies – both positively and negatively They stimulate and support society, acting as levers for change themselves and embracing or resisting forces for change within society.
Students firstly explore a range of challenges in Catholic Christianity over time, and then undertake a concentrated study of another single challenge from the same faith. They explore and analyse the influences, impacts and changes that occurred within and around each of these challenges.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 25%
> Unit 4 School-assessed coursework: 25%
> End of year examination: 50%
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SCIENCE
Biology
UNIT 1
How do organisms regulate their functions?
UNIT 3
How do cells maintain life?
In this unit students examine the cell as the structural and functional unit of life, from the single celled to the multicellular organism, including the requirements for sustaining cellular processes. Students focus on cell growth, replacement and death and the role of stem cells in differentiation, specialisation and renewal of cells. They explore how systems function through cell specialisation in vascular plants and animals, and consider the role homeostatic mechanisms play in maintaining an animal’s internal environment.
UNIT 2
How does inheritance impact on diversity?
In this unit students explore reproduction and the transmission of biological information from generation to generation and the impact this has on species diversity. They apply their understanding of chromosomes to explain the process of meiosis. Students consider how the relationship between genes, and the environment and epigenetic factors influence phenotypic expression. They explain the inheritance of characteristics, analyse patterns of inheritance, interpret pedigree charts and predict outcomes of genetic crosses. Students analyse the advantages and disadvantages of asexual and sexual reproductive strategies, including the use of reproductive cloning technologies. They study structural, physiological and behavioural adaptations that enhance an organism’s survival. Students explore interdependences between species, focusing on how keystone species and top predators structure and maintain the distribution, density and size of a population. They also consider the contributions of Aboriginal and Torres Strait Islander knowledge and perspectives in understanding the survival of organisms in Australian ecosystems.
In this unit students investigate the workings of the cell from several perspectives. They explore the relationship between nucleic acids and proteins as key molecules in cellular processes. Students analyse the structure and function of nucleic acids as information molecules, gene structure and expression in prokaryotic and eukaryotic cells and proteins as a diverse group of functional molecules. They examine the biological consequences of manipulating the DNA molecule and applying biotechnologies. Students explore the structure, regulation and rate of biochemical pathways, with reference to photosynthesis and cellular respiration. They explore how the application of biotechnologies to biochemical pathways could lead to improvements in agricultural practices
UNIT 4
How does life change and respond to challenges?
PATHWAYS
> Biomedic al Engineering
> Biotechnology
> Chemistry : Pharmacology, Nutrition, Toxicology
> Dental Hy gienist
> Environmental Science
> Food Technology
> Genetics
> Horticulture
> Marine Biology
> Nursing
> Occupational Ther apy
> Physics : Prosthetics, Nuclear Medicine
> Physiotherapy
> Speech Pathology
In this unit students consider the continual change and challenges to which life on Earth has been, and continues to be, subjected to. They study the human immune system and the interactions between its components to provide immunity to a specific pathogen. Students consider how the application of biological knowledge can be used to respond to bioethical issues and challenges related to disease. Students consider how evolutionary biology is based on the accumulation of evidence over time. They investigate the impact of various change events on a population’s gene pool and the biological consequences of changes in allele frequencies. Students examine the evidence for relatedness between species and change in life forms over time using evidence from paleontology, structural morphology, molecular homology and comparative genomics. Students examine the evidence for structural trends in the human fossil record, recognising that interpretations can be contested, refined or replaced when challenged by new evidence. THE DESIGNERS THE INFORMERS THE C ARERS
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 20%
> Unit 4 School-assessed coursework: 30%
> End of year examination: 50%
> Veterinary Science/Zoology
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Chemistry
UNIT 1
UNIT 3
How can chemical processes be designed to optimise efficiency?
In this unit students investigate the chemical structures and properties of a range of materials, including covalent compounds, metals, ionic compounds and polymers. They are introduced to ways that chemical quantities are measured. They consider how manufacturing innovations lead to more sustainable products being produced for society through the use of renewable raw materials and a transition from a linear economy towards a circular economy. Students will develop their practical skills by conducting practical investigations involving the reactivity series of metals, separation of mixtures by chromatography, use of precipitation reactions to identify ionic compounds, determination of empirical formulas, and synthesis of polymers. Students will learn and use chemistry terminology including symbols, formulas, chemical nomenclature and equations to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others. Students will also undertake student-directed research investigation into the sustainable production or use of a selected material.
UNIT 2
How do chemical reactions shape the natural world?
In this unit students analyse and compare different substances dissolved in water and the gases that may be produced in chemical reactions. They explore applications of acid-base and redox reactions in society. Students conduct practical investigations involving the specific heat capacity of water, acid-base and redox reactions, solubility, molar volume of a gas, volumetric analysis, and the use of a calibration curve. Students will learn and use chemistry terminology, including symbols, formulas, chemical nomenclature and equations, to represent and explain observations and data from their own investigations and to evaluate the chemistry-based claims of others. Students will conduct an adapted or student-designed scientific investigation that explores and generate primary data and is related to the production of gases, acid-base or redox reactions, or the analysis of substances in water.
In this unit students investigate the chemical production of energy and materials. They explore how innovation, design and sustainability principles and concepts can be applied to produce energy and materials while minimising possible harmful effects of production on human health and the environment. Students analyse and compare different fuels as a societal energy source, with reference to energy transformations and chemical reactions involved, energy efficiencies, environmental impacts, and potential applications. They explore food as an energy source and the purpose, design and operating principles of galvanic cells (including fuel cells). Rechargeable cells and electrolytic cells are considered, and their suitability for meeting society’s needs for energy and materials evaluated. Chemical processes with reference to factors that influence their reaction rates and extent are explored. How the rate of a reaction can be controlled so that it occurs at the optimum rate while avoiding unwanted side reactions and by-products are also studied. Students conduct practical investigations involving thermochemistry, redox reactions, reaction rates and equilibrium systems.
UNIT 4
How are organic compounds categorised, analysed and used?
In this unit students investigate the structures and reactions of carbon-based organic compounds, including considering how green chemistry principles are applied in the production of synthetic organic compounds. They study the metabolism of food and the action of medicines in the body. They explore how laboratory analysis and various instrumentation techniques can be applied to analyse organic compounds to identify them and to ensure product purity.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 20%
> Unit 4 School-assessed coursework: 30%
> End of year examination: 50%
PATHWAYS
> Biochemist
> Bio-Medic al Engineer
> Chemic al Engineer
> Doctor/Nurse/Dentist
> Dietician/Nutritionist
> Environmental Scientist
> Engineering
> Food Scientist
> Medic al Scientist
> Microbiologist
> Optometrist
> Pharmacist
> Physiotherapist
> Sports Scientist
> Teaching
> Vet
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Physics
UNIT 1
How is energy useful to society?
UNIT 3
How do fields explain Motion and Electricity?
CONTACTS
Students examine some of the fundamental ideas and models used by physicists in an attempt to understand and explain energy. Models used to understand light, thermal energy, radioactivity, nuclear processes and electricity are explored. Students apply these physics ideas to contemporary societal issues: communication, climate change and global warming, medical treatment, electrical home safety and Australian energy needs.
UNIT 2
How does physics help us to understand the world?
Students explore the power of experiments in developing models and theories. They investigate a variety of phenomena by making their own observations and generating questions, which in turn lead to experiments.
Students investigate the ways in which forces are involved both in moving objects and in keeping objects stationary and apply these concepts to a chosen case study of motion.
Students choose one of eighteen options related to climate science, nuclear energy, flight, structural engineering, biomechanics, medical physics, bioelectricity, optics, photography, music, sports science, electronics, astrophysics, astrobiology, Australian traditional artefacts and techniques, particle physics, cosmology and local physics research. The selection of an option enables students to pursue an area of interest through an investigation and using physics to justify a stance, response or solution to a contemporary societal issue or application related to the option.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 30%
> Unit 4 School-assessed coursework: 20%
> End of year examination: 50%
In this unit students use Newton’s laws to investigate motion in one and two dimensions. They explore the concept of the field as a model used by physicists to explain observations of motion of objects not in apparent contact. Students compare and contrast three fundamental fields – gravitational, magnetic and electric – and how they relate to one another. They consider the importance of the field to the motion of particles within the field. Students examine the production of electricity and its delivery to homes. They explore fields in relation to the transmission of electricity over large distances and in the design and operation of particle accelerators.
UNIT 4
How have creative ideas and investigation revolutionised thinking in physics?
A complex interplay exists between theory and experiment in generating models to explain natural phenomena. Ideas that attempt to explain how the Universe works have changed over time, with some experiments and ways of thinking having had significant impact on the understanding of the nature of light, matter and energy. Wave theory, classically used to explain light, has proved limited as quantum physics is utilised to explain particle-like properties of light revealed by experiments. Light and matter, which initially seem to be quite different, on very small scales have been observed as having similar properties. At speeds approaching the speed of light, matter is observed differently from different frames of reference. Matter and energy, once quite distinct, become almost synonymous. In this unit, students explore some monumental changes in thinking in Physics that have changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is re-imagined using a wave model. Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS.
PATHWAYS
> Mechatronics
> Acoustics
> Astrophysics/Cosmology
> Atmospheric Physics
> Computational Physics
> Education
> Ener gy Research
> Engineering
> Medic al Physics
> Nuclear Science
> Optics
> Physics
> Pyrotechnics
> Radiography
> Research and development
> Robotics
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Psychology
UNIT 1
How are behaviour and mental processes shaped?
UNIT 3
How does experience affect behaviour and mental processes?
Students examine the complex nature of psychological development, including situations where psychological development may not occur as expected. Students examine the contribution that classical and contemporary knowledge from Western and non-Western societies, including Aboriginal and Torres Strait Islander peoples, has made to an understanding of psychological development and to the development of psychological models and theories used to predict and explain the development of thoughts, emotions and behaviours. They investigate the structure and functioning of the human brain and the role it plays in mental processes and behaviour and explore brain plasticity and the influence that brain damage may have on a person’s psychological functioning.
UNIT 2
How do internal and external factors influence behaviour and mental processes?
Students evaluate the role social cognition plays in a person’s attitudes, perception of themselves and relationships with others. Students explore a variety of factors and contexts that can influence the behaviour of individuals and groups, recognising that different cultural groups have different experiences and values. Students are encouraged to consider Aboriginal and Torres Strait Islander people’s experiences within Australian society and how these experiences may affect psychological functioning. Students examine the contribution that classical and contemporary research has made to the understandings of human perception and why individuals and groups behave in specific ways. Students investigate how perception of stimuli enables a person to interact with the world around them and how their perception of stimuli can be distorted.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School Assessed Coursework: 20%
> Unit 4 School Assessed Coursework: 30%
> End of year Examination: 50%
Students investigate the contribution that classical and contemporary research has made to the understanding of the functioning of the nervous system and to the understanding of biological, psychological and social factors that influence learning and memory. Students investigate how the human nervous system enables a person to interact with the world around them. They explore how stress may affect a person’s psychological functioning and consider stress as a psychobiological process, including emerging research into the relationship between the gut and the brain in psychological functioning. Students investigate how mechanisms of learning and memory lead to the acquisition of knowledge and the development of new and changed behaviours. They consider models to explain learning and memory as well as the interconnectedness of brain regions involved in memory. The use of mnemonics to improve memory is explored, including Aboriginal and Torres Strait Islander peoples’ use of place as a repository of memory.
UNIT 4
How is mental wellbeing supported and maintained?
Students explore the demand for sleep and the influences of sleep on mental wellbeing. They consider the biological mechanisms that regulate sleep and the relationship between rapid eye movement (REM) and non-rapid eye movement (NREM) sleep across the life span. They also study the impact that changes to a person’s sleep-wake cycle and sleep hygiene have on a person’s psychological functioning and consider the contribution that classical and contemporary research has made to the understanding of sleep. Students consider ways in which mental wellbeing may be defined and conceptualised, including social and emotional wellbeing (SEWB) as a multidimensional and holistic framework to wellbeing. They explore the concept of mental wellbeing as a continuum and apply a biopsychosocial approach, as a scientific model, to understand specific phobia. They explore how mental wellbeing can be supported by considering the importance of biopsychosocial protective factors and cultural determinants as integral to the wellbeing of Aboriginal and Torres Strait Islander peoples.
PATHWAYS
> Counselling and ther apy
> Educ ation
> For ensic Psychology
> Health and sport pr omotion
> Human r esources and organisational management
> Marketing and advertising
> Neur oscience and Neuropsychology
> Psychology
> Rehabilitation
> Sports Psy chology
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VISUAL ARTS AND TECHNOLOGY
Food Studies
UNIT1
Food Origins
Area of study 1: Food around the world
UNIT 3
Food in Daily Life
Area of study 1: The science of food
Students explore the origins and cultural roles of food, from early civilisations through to today’s industrialised and global world. Through practical activities, students explore the use of ingredients available today that were used in earlier cultures. These activities provide opportunities for students to extend and share their research into the world’s earliest food-producing regions, and to demonstrate and reflect on adaptations of selected food from earlier cuisines.
Area of study 2: Food in Australia
Students focus on the history and culture of food in Australia. They conduct research into foods and food preparation techniques introduced by immigrants over time and consider the resurgence of interest in indigenous food practices, while reflecting on whether Australia has developed a distinctive cuisine of its own. Students explore trends in food practices and food subcultures in Australia and their impact on health. Practical activities enable students to demonstrate, observe and reflect on the use of ingredients indigenous to Australia. These activities also provide students with opportunities to extend and share their research into a selected cuisine brought by migrants to Australia.
UNIT2
Food Makers
Area of study 1: Australia’s food system
Students reflect on the sustainability of Australia’s food industry, including the impact on food security and food sovereignty. Students investigate new food product development and innovations, and the processes in place to ensure a safe food supply. Through practical activities, students create new food products using design briefs, and apply commercial principles such as research, design and innovations, product testing, production, evaluation and marketing.
Area of study 2: Food in the home
Students further explore food production, focusing on domestic and small-scale food production. They learn and apply food science terminology relating to physical and chemical changes that occur during food preparation and cooking and undertake hands-on experimentation to demonstrate techniques and effects. Through practical activities, students design and adapt recipes, encompassing a range of dietary requirements commonly encountered by the food service sector and within families. Students propose and test ideas for applying their food skills to entrepreneurial projects that potentially may move their products from a domestic or small-scale setting to a commercial context.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed coursework: 30%
> Unit 4 School-assessed coursework: 30%
> Written examination: 40%
Students focus on the science of food, underpinned by practical activities. They investigate the science of food appreciation, physiology of digestion, absorption and utilisation of macronutrients: carbohydrates, including dietary fibre, fats and proteins. Students develop their capacity to analyse advice on food choices through investigating food allergies and intolerances and the science behind the nutritional rationale and evidence-based recommendations of the Australian Dietary Guidelines. They apply this knowledge in the exploration of diets, which cater for a diverse range of needs and in the analysis of practical activities. They explain the influence of diet on gut microbiota and how gut health contributes to overall health and wellbeing.
Area of study 2: Food choices, health and wellbeing
Students focus on patterns of eating in Australia and the influences on the food we eat. Students look at relationships between social factors and food access and choices, as well as the social and emotional roles of food in shaping and expressing identity and how food may link to psychological factors. They inquire into the role of politics and media as influences on the formation of food habits, beliefs and food sovereignty. Students investigate the principles of encouraging healthy food patterns in children and undertake practical activities to develop a repertoire of healthy meals suitable for children and families.
UNIT4
Food Issues, Challenges and Futures
Area of study 1: Navigating food information
Students focus on food information and misinformation and the development of food knowledge, skills and habits. Students learn to assess information and draw evidence-based conclusions to navigate contemporary food fads, trends and diets. They reflect on a selected food fad, trend or diet and assess its credibility and the reliability of its claims, taking into consideration the principles of evidence-based research and healthy eating recommendations that support the Australian Dietary Guidelines and the Australian Guide to Healthy Eating. Students practise and improve their food selection skills by interpreting the claims of food labels and interrogating the marketing terms on food packaging. Practical activities provide opportunities for students to extend their understandings about food selections and repertoires that reflect the healthy eating recommendations of Australian Dietary Guidelines.
Area of Study 2 – Environment and Ethics
Students address debates concerning Australian and global food systems, relating to issues on the environment, ethics, innovations and technologies, food access, food safety, and the use of agricultural resources. Students explore a range of debates through identifying issues, forming an understanding of current situations and considering possible futures. They research one selected debate in depth, seeking clarity on disparate points of view, considering proposed solutions and analysing work undertaken to solve problems and support sustainable futures. Students will consider environmental and ethical issues relating to the selected debate and apply their responses in practical ways.
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VISUAL ARTS AND TECHNOLOGY
Media
UNIT 1
Media forms, representations and Australian Stories
UNIT 3
Media narratives on texts and pre-production
This subject is built around the analysis of a range of media including film, television, photography, advertising, journalism, public relations and radio to enable students to develop an understanding of the relationship between the media, technology and its representations. Students analyse audiences as producers and consumers and explore how media codes and conventions are used to construct meaning. They develop research and practical skills to investigate and analysis selected narratives, genres and style of media.
Area of study 1: Media representation
Area of study 2: Media forms in production
Area of study 3: Australian stories
UNIT 2
Narrative across media forms
Students explore how fictional and non-fictional narratives are fundamental across all media forms. They analyses the influence of developments in media technologies on individuals and society. Student undertake production activities to design and create narratives to demonstrate their awareness of structures and media codes and conventions in both traditional and newer media forms
Area of study 1: Narrative, style and genre
Area of study 2: Narratives in production
Area of study 3: Media and change
Students explore stories that circulate in society through media narratives. They consider the use of and experiment with, media codes and conventions to structure meaning as they develop their media product. Students undertake preproduction processes in their chosen media form to create a written and visual documentation of a media product to be produced in Unit 4.
Area of study 1: Narrative and ideology
Area of study 2: Media production development
Area of study 3: Media production design
UNIT 4
Media production and issues in the media
Students focus on the production and post-production stages of the media production process, developing, documenting and refining the media production design created in Unit 3 to its realisation. They explore the relationships between the media and audiences, analyse the opportunities and challenges of current developments in the media industry and the role of Australian government in regulating the media.
Area of study 1: Media production
Area of study 2: Agency and control in the media
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VISUAL ARTS AND TECHNOLOGY
Art Making and Exhibiting
UNIT 1
Explore, expand and investigate
UNIT 3
Collect, extend and connect
Students explore materials, techniques and processes in a range of art forms. They explore selected materials to understand how they relate to specific art forms and how they can be used in the making of artworks. Students also explore the historical development of specific art forms and investigate how the characteristics, properties and use of materials and techniques have changed over time. Their exploration and experimentation is documented in both visual and written form in a Visual Arts journal, students complete finished Artworks and research and present Information for an exhibition.
Area of study 1: Explore- materials, techniques and art forms
Area of study 2: Expand – make, present and reflect
Area of study 3: Investigate – research and present
UNIT 2
Understand, develop and resolve
Students research how artworks are made by investigating how artists use aesthetic qualities to represent ideas in artworks, how artworks are displayed to audiences, and how ideas are represented to communicate meaning. Students learn how to develop their ideas using materials, techniques and processes, and art elements and art principles. They consolidate these ideas to plan and make finished artworks, reflecting on their knowledge and understanding of the aesthetic qualities of artworks. The planning and development of at least one finished artwork are documented in their Visual Arts journal
Students begin to understand how exhibitions are planned and designed and how spaces are organised for exhibitions. They also investigate the roles associated with the planning of exhibitions and how artworks are selected and displayed in specific spaces
Area of study 1: Understand – ideas, artworks and exhibition
Area of study 2: Develop – theme, aesthetic qualities and styles
Area of study 3: Resolve – ideas, subject matter and style
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed task: 60%
> Units 3 & 4 School-assessed coursework: 10%
> End of year examination: 30%
In this unit students are actively engaged in art making using materials, techniques and processes. They explore contexts, subject matter and ideas to develop artworks in imaginative and creative ways. They also investigate how artists use visual language to represent ideas and meaning in artworks. Students use their Visual Arts journal to record their art making and their research of artists, artworks and collected ideas, inspirations and influences.
Students research the exhibition of artworks in these exhibition spaces and the role a curator has in planning and writing information about an exhibition.
Area of study 1: Collect – inspirations, influences and images
Area of study 2: Extend -make, critique and reflect
Area of study 3: Connect – curate, design and produce
UNIT 4
Consolidate, present and conserve
In Unit 4 students make connections to the artworks they have made in Unit 3, consolidating and extending their ideas and art making to further refine and resolve artworks. Students demonstrate their ability to communicate to others about their artworks. They articulate the development of subject matter, ideas, visual language, their choice of materials, their understanding of the inherent characteristics and properties of the material, their use of techniques and processes, and aesthetic qualities. Students organise the presentation of their finished artworks. They make decisions on how their artworks will be displayed, the lighting they may use, and any other considerations they may need to present their artworks. Students continue to engage with galleries, museums, other exhibition spaces and site-specific spaces and examine a variety of exhibitions. They review the methods used and considerations involved in the presentation, conservation and care of artworks.
Area of study 1: Consolidate – refine and resolve
Area of study 2: Present – plan and critique
Area of study 3: Conserve – present and care
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Visual Communication and Design
UNIT 1
Finding, reframing and resolving design problems
UNIT 3
Visual
communication in design practice
CONTACTS
In this unit students are introduced to the practices and processes used by designers to identify, reframe and resolve human-centred design problems. They learn how design can improve life and living for people, communities and societies, and how understandings of good design have changed over time. Students learn the value of humancentred research methods, working collaboratively to discover design problems and understand the perspectives of stakeholders. They draw on these new insights to determine communication needs and prepare design criteria in the form of a brief. Practical projects focus on the design of messages and objects, while introducing the role of visual language in communicating ideas and information. Students participate in critiques by sharing ideas in progress and both delivering and responding to feedback. Student projects invite exploration of brand strategy and product development, while promoting sustainable and circular design practices.
UNIT 2
Design contexts and connections
In this unit students draw on conceptions of good design, humancentred research methods and influential design factors as they revisit the VCD design process, applying the model in its entirety. Practical tasks across the unit focus on the design of environments and interactive experiences. Students adopt the practices of design specialists working in fields such as architecture, landscape architecture and interior design, while discovering the role of the interactive designer in the realm of user-experience (UX). Methods, media and materials are explored together with the design elements and principles, as students develop spaces and interfaces that respond to both contextual factors and user needs. Connections between design, time and place are also central to the study of culturally appropriate design practices. Students learn about protocols for the creation and commercial use of Indigenous knowledge in design. Students also consider how issues of ownership and intellectual property impact the work of designers across contexts and specialist fields. In response to a brief, students engaged in the stages of research, generation of ideas and development of concepts to create visual communications.
In this unit students explore and experience the ways in which designers work, while also analysing the work that they design. Through a study of contemporary designers practising in one or more fields of design practice, students gain deep insights into the processes used to design messages, objects, environments and/ or interactive experiences. They compare the contexts in which designers work, together with their relationships, responsibilities and the role of visual language when communicating and resolving design ideas. Students study not only how designers work but how their work responds to both design problems and conceptions of good design. Students explore the Discover, Define and Develop phases of the VCD design process to address a selected design problem. They generate, test and evaluate design ideas and share these with others for critique. These design ideas are further developed in Unit 4, before refinement and resolution of design solutions.
UNIT 4
Delivering design solutions
In this unit students continue to explore the VCD design process, resolving design concepts and presenting solutions for two distinct communication needs. Ideas developed in Unit 3, Outcome 3 are evaluated, selected, refined and shared with others for further review. An iterative cycle is undertaken as students rework ideas, revisit research and review design criteria defined in the brief. When design concepts are resolved, students devise a pitch to communicate and justify their design decisions, before responding to feedback through a series of final refinements. Students choose how best to present design solutions, considering aesthetic impact and the communication of ideas. They select materials, methods and media appropriate for the presentation of final design that address design criteria specified in the brief.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 School-assessed Coursework 20%
> School-Assessed Task 50%
> Examination 30% PATHWAYS > Advertising
aphic
Interior Design
VCE VM Studies
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VCE VM Studies
Victorian Certificate of Education Vocational Major
The Victorian Certificate of Education Vocational Major (VCE VM) is an alternate two year Senior Certificate to VCE, which is aimed at developing and extending pathways for young people who are considering the following options:
interest to them and VCE Units.
• Further study at TAFE
• Employment
• Apprenticeship or Traineeship
VCE VM is a ‘hands on’ option for Year 11 and 12 students and its flexibility enables students to undertake a study program that suits their interests and learning needs. VCE VM sits alongside the VCE as a senior secondary option for Victorian students.
The VCE VM provides a program of studies in the following compulsory areas:
• VCE VM Literacy
• VCE VM Numeracy
• VCE VM Work Related Skills
• VCE VM Personal Development Skills
Students are also required to complete VET studies (internal and/or external) at Certificate II level or above. Students can include other VCE studies and can receive structured workplace learning recognition.
PLANNING A VCE VM PROGRAM
A student’s VCE VM program will be individually tailored to her needs and interests. A student must satisfactorily complete sixteen accredited units in order to be awarded the VCE VM.
Students will be enrolled in the following VCE VM units: Literacy, Numeracy, Work Related Skills and Personal Development Skills In addition to these VCE VM units, students will be assisted to build a program that includes a Vocational Education Training (VET) Certificate or school-based apprenticeship in a vocational area of
Students may elect to enrol in VCE VM during the subject selection process. It is also possible to move from VCE to VCE VM during the year, subject to VCAA dates and subject eligibility requirements of the VCE VM. The required VET program may be one of the VCE VET courses listed in this Course Guide (Business, Fashion, Music Industry and Sport and Recreation) or may be chosen from any available to secondary students through local TAFEs and the Northern Melbourne VET Cluster, for example, Allied Health Assistance, Laboratory Skills, Events, Engineering Studies, Animal Studies and Agriculture.
Note: External VET studies require an additional cost to the family and costs vary depending on the VET study selected.
www.nmvc.vic.edu.au/resources www.boxhill.edu.au www.melbournepolytechnic.edu.au
ASSESSMENT
Each VCE VM unit of study has specified learning outcomes. The VCE VM studies are standards-based. All assessments for the achievement of learning outcomes, and therefore the units, are school-based and assessed through a range of learning activities and tasks. Unlike other VCE studies there are no external assessments of VCE VM Unit 3–4 sequences, and VCE VM studies do not receive a study score. The VCE VM studies do not contribute to the ATAR.
Successful completion of the VCE VM will provide young people with skills that are important for life, work and further study as well as a Victorian Certificate of Education Vocational Major.
PATHWAYS
> Further study at TAFE
> Employment
> Apprenticeship or Traineeship
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VCE VM Studies
VCE VM PERSONAL DEVELOPMENT AND WORK RELATED SKILLS
VCE VM PERSONAL DEVELOPMENT SKILLS
UNITS 1 - 4
VCE VM WORK RELATED SKILLS
UNITS 1 – 4
The study of Work Related Skills enables students to:
Personal Development Skills is designed to develop skills, knowledge and attributes that lead to self-development and community engagement. Students work independently and as part of a team to plan, implement and evaluate community-based projects as well as taking part in externally delivered programs.
This study enables students to:
• Develop a sense of identity and self-worth
• Understand and apply concepts that support individual health and wellbeing
• Access, critique, synthesise and communicate reliable information
• Explain the role of community and the importance of social connectedness
• Practise the rights and responsibilities of belonging to a community
• Recognise and describe the attributes of effective leaders and teams
• Set and work towards the achievement of goals
• Work independently and as part of a team to understand and respond to community need
• Evaluate and respond to issues that have an impact on society
• Develop capacities to participate in society as active, engaged and informed citizens.
This study is made up of four units.
• Unit 1: Healthy individuals
• Unit 2: Connecting with community
• Unit 3: Leadership and teamwork
• Unit 4: Community project
Each unit deals with specific content contained in the areas of study and is designed to enable students to achieve a set of outcomes for the unit. Each outcome is described in terms of key knowledge and key skills.
• understand and apply concepts and terminology related to the workplace
• understand the complex and rapidly changing world of work and workplace environments and the impact on the individual
• understand the relationship between skills, knowledge, capabilities and the achievement of pathway goals
• develop effective communication skills to enable selfreflection and self-promotion
• apply skills and knowledge in a practical setting.
This study is made up of four units.
• Unit 1: Careers and learning for the future
• Unit 2: Workplace skills and capabilities
• Unit 3: Industrial relations, workplace environment and practice
• Unit 4: Portfolio preparation and presentation
Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.
SKILLS ASSESSMENT
A range of assessment methods are used to verify successful completion of the learning outcomes of each VCE VM unit. These may include:
> Student self-assessment
> Teacher observation
> Reflective work journals
> Student logbooks
> Oral presentations
> Written tasks
> Discussion
> Role-plays
> Folios of tasks or investigations
> Cover letter, resume and mock interview
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VCE VM Studies
VCE VM LITERACY
UNITS 1 – 4
This study is made up of four units
The purpose of the Literacy curriculum is to enable the development of knowledge, skills and attributes relevant to reading, writing and oral communication and their practical application in the contexts of everyday life, family, employment, further learning and community.
Literacy skills corresponding with these social contexts include literacy for self-expression, practical purposes, knowledge and public debate.
This study enables students to:
• develop their everyday literacy skills by thinking, listening, speaking, reading, viewing and writing to meet the demands of the workplace, the community, further study and their own life skills, needs and aspirations
• participate in discussion, exploration and analysis of the purpose, audience and language of text types and content drawn from a range of local and global cultures, forms and genres, including First Nations peoples’ knowledge and voices, and different contexts and purposes
• discuss and debate the ways in which values of workplace, community and person are represented in different texts
• present ideas in a thoughtful and reasoned manner.
• Unit 1: Literacy for personal use; understanding and creating digital texts
• Unit 2: Understanding of issues and voices; responding to opinions
• Unit 3: Accessing and understanding informational, organisational and procedural texts; creating and responding to organisational, informational or procedural texts
• Unit 4: Understanding and engaging with literacy for advocacy; speaking to advise or to advocate. VCE VM LITERACY
SKILLS ASSESSMENT
A range of assessment methods is used to enable students to demonstrate competence in the learning outcomes. Assessment includes but is not restricted to:
> Student self-assessment and peer assessment
> Teacher observation
> Reflective work journals
> Oral presentations and oral explanation of text
> Written text
> Physical demonstration of understanding of written or oral text
> Discussions and debates
> Role plays
> Folios of tasks or investigations
> Performing practical tasks
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VCE VM NUMERACY
UNITS 1 – 4
NUMERACY STUDY COMPONENTS
VCE Vocational Major Numeracy is designed around four complementary and essential components:
Eight areas of study (four in each unit) that name and describe a range of different mathematical knowledge and skills that are expected to be used and applied across the three outcomes.
The purpose of the Numeracy curriculum is to enable the development of knowledge, skills and attributes relevant to identifying, applying and communicating mathematical information in the numeracy contexts of personal, civic, financial, health, vocational and recreational. Numeracy skills corresponding with these social contexts include mathematical knowledge and techniques, financial literacy, planning and organising, measurement, data, representation, design, problem-solving, using software tools and devices, and further study in mathematics or related fields.
This study enables students to:
• Develop and enhance their numeracy practices to help them make sense of their personal, public and vocational lives
• Develop mathematical skills with consideration of their local, national and global environments and contexts, and an awareness and use of appropriate technologies.
This study is made up of four units
• Unit 1: Number, shape, quantity and measures, and relationships
• Unit 2: Dimension and direction, data, uncertainty and systematics
• Unit 3: Number, shape, quantity and measures, and relationships
• Unit 4: Dimension and direction, data, uncertainty and systematics.
Outcome 1 is framed around working mathematically across six different numeracy contexts:
• Personal numeracy
• Civic numeracy
• Financial numeracy
• Health numeracy
• Vocational numeracy
• Recreational numeracy.
Outcome 2 elaborates and describes a four-stage problem-solving cycle that underpins the capabilities required to solve a mathematical problem embedded in the real world.
Outcome 3 requires students to develop and use a technical mathematical toolkit as they undertake their numeracy activities and tasks. Students should be able to confidently use multiple mathematical tools, both analogue and digital/ technological.
SKILLS ASSESSMENT
A range of assessment options are used according to the needs of the learner group and the learning situation eg. in the workplace, assessment could be through observation of students performing on-the-job tasks, whereas these may have to be simulated in a classroom environment.
A folio of evidence could be collected through a combination of the following:
> Records of teacher observations of students’ activities, oral presentations, practical tasks, etc.
> Samples of students’ written work
> Written reports of investigations or problem-solving activities
> Student self-assessment sheets, reflections, or journal entries
> Pictures, diagrams, models created by students.
VCE VET Studies
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> VCE VET STUDIES
MST20722 Certificate II in Apparel, Fashion and Textiles
CUA30920 Certificate III in Music (Music Performance)
SIS30122 Certificate III in Sport, Aquatics and Recreation
VCE VET Studies
DESIGN AND TECHNOLOGY
MST20722 Certificate II in Apparel, Fashion and Textiles
MST20722 Certificate II in Apparel, Fashion and Textile has been designed to give students entry level training in the area of clothing design and manufacture as part of their VCE studies.
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GLOSSARY
The College has partnered with Ripponlea Institute (21230) to deliver this program. It will be delivered over two years via face-to-face onsite at Catholic Ladies’ College.
UNIT 1 - 4
The course aims to:
• Provide students with basic design and development skills and knowledge
• Provide the opportunity to acquire and develop skills in sewing, design processes, working with patterns, applying quality standards and interpreting basic sketches
• Develop an understanding of the design and work skills in clothing industry
• Enable participants to gain a recognised credential and to make a more informed choice of vocation or career path.
Prerequisite to study Units 3 & 4 is completion of Units 1 & 2.
CLC CONTACTS JOB
CONTRIBUTIONS TO THE STUDY SCORE
> In Units 3 & 4 the course continues to be competency based and is assessed accordingly. Students are eligible for an increment towards their ATAR score (ie. 10% of the lowest study score of the primary four).
VCE VET Studies
PERFORMING ARTS
CUA30920 Certificate III in Music (Music Performance)
CUA30920 VCE VET Certificate III in Music (Music Performance) involves; music industry knowledge, music performance, practical knowledge of copyright and health, safety and security procedures important to the music industry.
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The College has partnered with COSAMP (41549) to deliver this program. It will be delivered over two years via face-to-face onsite at Catholic Ladies’ College.
UNIT1&2
Completion of eight units of competence:
• Implement copyright arrangements
• Work effectively in the music industry
• Contribute to Health and Safety of self and others
• Apply knowledge of style and genre to music industry practice
• Develop ensemble skills for playing or singing music
• Make a music demo
• Notate music
• Compose simple songs or musical ideas.
Prerequisite to study Units 3 & 4 is completion of Units 1 & 2.
UNIT3&4
Completion of five units of competence:
• Develop technical skills in performance
• Develop improvisation skills
• Prepare for Performance
• Develop and maintain stagecraft skills
• A choice of either:
o Perform music as part of a group
o Perform music as a soloist.
VCE VET programs lead to nationally recognised qualification, thereby offering students the opportunity to gain both the VCE and a nationally portable Vocational Education and Training (VET) Certificate.
CONTRIBUTIONS TO THE STUDY SCORE
> Unit 3 & 4 School-assessed coursework: 50%
> Examination: 50%
JOB
VCE VET Studies
HEALTH AND PHYSICAL
EDUCATION
SIS30122 Certificate III in Sport, Aquatics and Recreation
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SIS30122 Certificate III in Sport, Aquatics and Recreation program aims to provide students with skills and knowledge to achieve competencies that will enhance their employment prospects in the sport and recreation or related industries. This will enable students to gain a recognised credential and to make a more informed choice of vocation or career path.
Certificate III in Sport, Aquatics and Recreation provides students with the skills and knowledge to work in the Sport and Recreation industry.
The College has partnered with IVet (40548) to deliver this program. It will be delivered over two years via face-to-face onsite at Catholic Ladies’ College.
UNIT1&2
This sequence incorporates compulsory units such as participate in:
• workplace health and safety
• maintain activity equipment
• maintain sport, fitness and recreation
• industry knowledge
• respond to emergency situations
• provide quality service
• several elective units.
Prerequisite to study Units 3 & 4 is completion of Units 1 & 2.
UNIT3&4
This sequence offers scored assessment and includes core and elective units such:
• participate in WHS hazard identification
• risk assessment and risk control processes
• conduct sport coaching sessions with foundation level participants
• deliver recreation sessions
• facilitate groups.
CONTRIBUTIONS TO THE STUDY SCORE
> Three coursework tasks: 66%
> End of year examination: 34%
JOB
JOB CLUSTERS
THE ARTISANS
Manual tasks related to construction, production, maintenance or technical customer service.
THE CARERS
This cluster seeks to improve the mental or physical health and wellbeing of others, and includes medical, care and personal support services.
THE GENERATORS
Occupations that require a high level of interpersonal interaction, such as those you find in retail, sales, hospitality and entertainment.
Australian Tertiary Admission Rank
GAT
General Achievement Test
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THE COORDINATORS
They work behind the scenes in administration or service tasks.
THE INFORMERS
This cluster involves provision of information, business or education services.
SAC School Assessed Coursework SAT School Assessed Task VCAA
THE DESIGNERS
Professionals who use science, maths or design skills to construct or manage projects.
THE TECHNOLOGISTS
Skilled workers with an understandingof and ability to manipulate digital technology.
VET
Vocational Education and Training
VTAC Victorian Tertiary Admissions Centre ABBREVIATIONS
Curriculum and Assessment
CLC Contacts
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STAFF
LEARNING AREAS
CATHERINE JACKSON
Assistant Principal Learning and Teaching
OLIVIA BOLAND
Head of Learning –
Assessment, Reporting & Exams
ANNELIESE MAZNIOVSKI
Academic Pathways Coordinator
ELLY KEATING
VCE VET & Career Pathways Leader
ANNE MULLER VCE Leader
CADDIE MILIADO VCE VM Leader
ENGLISH
LORRAINE CONNELL
HEALTH & PHYSICAL EDUCATION
NATALIE ALEXANDER
HUMANITIES
STEPHANIE JAMES
LANGUAGES
WENNY HOLLINGDALE
PERFORMING ARTS
MICHAEL BROWN RELIGIOUS EDUCATION
CAREY WEBSTER SCIENCE
MICHELLE GRANT VISUAL ARTS & TECHNOLOGY
GEORGE BOUBOURAS
MATHEMATICS
MARTINA ABRAHAMS
